Purpose Children with developmental language disorder (DLD) often have difficulty with word learning. Recent studies have shown that incorporating retrieval practice provides a significant benefit to this learning. However, we have not yet discovered the best balance between the amount of retrieval and the amount of study (hearing the word in the presence of the referent) that is provided. In this investigation, we compared a word learning procedure using more retrieval and less study with a procedure that used more study and less retrieval. Method Participants were 13 children with DLD and 13 same-age peers with typical language development (TD). Both groups ranged in age from 4 to 6 years. The children learned two sets of novel words, with each set taught in two sessions. During an initial criterion period, the children had the opportunity to retrieve all of the words. Following this period, the words were either retrieved without further study or studied without additional retrieval. Recall and recognition testing immediately followed the second learning session and was repeated 1 week later. Testing assessed the children's retention of both the word forms and their meanings. Results Better recall both immediately after learning and after 1 week was seen for the more retrieval/less study condition. This was seen for both groups of children for word form recall and for children with DLD for meaning. Group differences were not found. Conclusion This study served as a stringent test of the benefits of retrieval to children's word learning. Continued retrieval after initial retrieval practice appeared to be helpful even when further study was discontinued and when the comparison study condition had also provided retrieval practice in the initial stages. Further refinement of retrieval procedures might lead to the development of useful clinical tools to promote word learning.

中文翻译：

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在患有发展性语言障碍的儿童的单词学习中，经过初步检索练习后，更多的检索比更多的研究产生更好的记忆

目的患有发展性语言障碍 (DLD) 的儿童通常在单词学习方面存在困难。最近的研究表明，结合检索实践为这种学习提供了显着的好处。然而，我们尚未发现所提供的检索量和学习量（在所指对象存在的情况下听到单词）之间的最佳平衡。在这项调查中，我们将使用更多检索和更少学习的单词学习程序与使用更多学习和更少检索的程序进行了比较。 方法参与者包括 13 名患有 DLD 的儿童和 13 名具有典型语言发展 (TD) 的同龄同龄人。两组的年龄均在 4 至 6 岁之间。孩子们学习了两套新单词，每套新单词分为两节课。在最初的标准期间，孩子们有机会回忆起所有单词。在此期间之后，这些单词要么在没有进一步研究的情况下被检索，要么在没有额外检索的情况下进行研究。第二次学习课程后立即进行回忆和识别测试，并在 1 周后重复进行。测试评估了孩子们对单词形式及其含义的保留情况。 结果检索较多/学习较少的情况下，学习后立即和 1 周后的回忆效果更好。这对于两组儿童的词形记忆和 DLD 儿童的意义均可见。未发现组间差异。 结论这项研究对检索对儿童单词学习的好处进行了严格的测试。即使进一步的研究停止并且比较研究条件也在初始阶段提供了检索练习，在初始检索练习之后继续检索似乎也是有帮助的。检索程序的进一步完善可能会导致有用的临床工具的开发，以促进单词学习。